Auswahl der wissenschaftlichen Literatur zum Thema „Inégalités socio-scolaires“
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Zeitschriftenartikel zum Thema "Inégalités socio-scolaires"
Netter, Julien, und Christophe Joigneaux. „Les pédagogies de l’autonomie, entre dispositifs et pratiques. L’exemple d’une classe de maternelle française“. Carrefours de l'éducation 56, Nr. 2 (11.12.2023): 159–71. http://dx.doi.org/10.3917/cdle.056.0159.
Der volle Inhalt der QuelleSompayrac, Laurie. „Programme de Réussite Éducative et démarches inclusives“. Revue Education, Santé, Sociétés, Vol. 7, No. 1, Volume 7, Numéro 1 (30.11.2020): 67–78. http://dx.doi.org/10.17184/eac.3863.
Der volle Inhalt der QuelleDubet, François, Marie Duru-Bellat und Antoine Vérétout. „Les inégalités scolaires entre l'amont et l'aval. Organisation scolaire et emprise des diplômes“. Sociologie 1, Nr. 2 (2010): 177. http://dx.doi.org/10.3917/socio.002.0177.
Der volle Inhalt der QuelleGoldie, Peter D., Frances C. Hogan, Jill Gandhi und Erin E. O'Connor. „Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study“. Alberta Journal of Educational Research 70, Nr. 1 (13.03.2024): 12–36. http://dx.doi.org/10.55016/ojs/ajer.v70i1.76497.
Der volle Inhalt der QuelleDouchy, Marine. „Les inégalités socio-spatiales d’éducation au prisme de l’action éducative locale française : le cas de la réforme des rythmes scolaires dans une ville française“. Belgeo, Nr. 2-3 (30.09.2017). http://dx.doi.org/10.4000/belgeo.19314.
Der volle Inhalt der QuelleDissertationen zum Thema "Inégalités socio-scolaires"
Dabestani, Marie-Noëlle. „Quel est le sens donné aux enjeux d’apprentissage et aux savoirs inscrits dans les cahiers de Maternelle ? : étude des scansions temporelle et spatiale entre instances de socialisation“. Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080072.
Der volle Inhalt der QuelleFrom the angle of preschool learning definition, this thesis interrogates the ways in which boundaries between time and space of child socialisation are experienced. Since 1989, they are though by the institution as a way to reduce social inequalities in school success. Notions of scansions both temporal and spatial presented here allow us to study how preschool is understood distinctly of elementary school and of other social practices. This research is based on a diachronic and a synchronic study of a generalized device without author of circulation of notebooks between spaces of socialisation (marks, interviews and questionnaires). The ambiguity of knowledge and the plurality of educational issues of the nowadays preschool produce social variations of scansions. They are neutralized when the school and families create together broad conditions of intellectual learning known and initiated early to children. Or they are temporally reinforced by a dilution of knowledge but spatially attenuated by practices rarely expressed without loosing their reason of being. The school then creates conditions for consensual collaboration. Between these two polarities, the educational roles are redefined by working-class families creating at their homes, through monitoring work, adjustments and anticipation, their conditions for the transition to preparatory course.Through a relational analysis, this thesis finally interrogates conditions of a more democratic preschool
Ndala, Timothé. „Problèmes socio-scolaires des élèves de milieu familial défavorisé : propositions et projets d'action pour une amélioration de l'aide sociale à l'enfance dans le cadre de l'action sociale au Congo“. Lyon 2, 1986. http://theses.univ-lyon2.fr/documents/lyon2/1986/ndala_t.
Der volle Inhalt der QuelleThe author, a social worker, has been working for several years with organizations dealing in various ways with social help to children. He noticed children from underprivileged family background called "social cases" were more or less left out of the commonly admitted system of social protection this stuy deals with the various policies about social help and offers a deep analysis of the dynamics of an incentive policy for congo. The stress is put on the study of the set up of a social protection for everyone. It sets a light on the reasons and ways of the xetension of social protection to underprivileged populations and its results. This study issues on recommendations. This work should interest social science researchers, politicians and civil servants concerned by the matter of social help and who, at the moment, are tryng to think about the way social help is done and more particularly help to the underpriviledged childhood
Buchteile zum Thema "Inégalités socio-scolaires"
Yomb, Jacques, und Barbara Fontar. „Inégalités éducatives socio-scolaires dans les territoires ruraux camerounais. Le cas de l’arrondissement de Bot-Makak“. In Les espaces de construction des inégalités éducatives, 49–66. Presses universitaires de Rennes, 2019. http://dx.doi.org/10.4000/books.pur.150747.
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